José A. Lozano
Coordinator
ACADEMIA COLOMBIANA DE CIENCIAS
EXACTAS, FISICAS Y NATURALES

http://www.ianas.org
• Founded in the spirit of IAP in May 2004,
IANAS is a regional network of Academies of Sciences created to support cooperation towards the strengthening of science and technology as a tool for advancing research and development, prosperity and equity in the Americas.

CREACION DE IANAS Santiago, Mayo, 2004

• The original proposal for the Science
Education Program was generated by
Jorge Allende, of the Chilean Academy of
Sciences and the final version was approved in the IANAS General Assembly meeting held in Santiago May 5-7, 2004 as follows:

The general objective of this programme is to improve the level and the relevance of science education in the hemisphere through the active participation of Science
Academies and the most prominent scientists in the nations of the Americas working together with teachers and educational authorities.

•Focus

• Why Science Education ?
• Science education is the most important way through which national societies of all countries learn about science, its values, concepts and objectives, and through which they can understand the importance of scientific endeavour for their cultural and socioeconomic development.

Why IBSE
T he Academies of the world have recommended to use IBSE because:
• Inquiry leads to understanding through learners’ own activity and construction of knowledge
• IBSE develops scientific literacy: i.e. appreciation of what science is and does
• IBSE develops cognitive skills (including metacognition) needed for life-long learning
• All these are outcomes needed for citizens of a world permeated by science and technology.
Wynne Harlen, PhD
Visiting Professor, University of Bristol

Meaning of IBSE
• Students raising questions and gathering and using evidence from investigations of the world around to answer them, sharing ideas, advancing ideas through dialogue
• Teachers leading students to develop the skills of inquiry and the understanding of science concepts through the students’ own activity and reasoning, organising group work, debate and access to materials and information sources.
Wynne Harlen, PhD
Visiting Professor, University of Bristol

Structure of the IANAS Programme on Science Education
• IANAS Academies decide freely to participate in this Programme.
• One Representative or Focal Point from each participating Academy will conform the Hemispheric Council for the IANAS
Science Education Programme. This
Council will meet annually and will decide on the major policies and activities of the
Programme.

• The council elects a coordinator and a vicecoordinator.
• The coordinator will act as executive secretary of the program for a two years period.
• The vice-coordinator will replace the coordinator for the following period. The council most confirm the replacement by election.
• At the end of his period, the coordinator becomes past-coordinator.
• The three of them work together as an executive committee.

• Policy
• All the activities sponsored by the IANAS
Programme for Science Education (IANAS-PSE) should receive significant funding from the host
Academy or other national institutions in the host country.
• The IANAS-PSE will provide funds that will primarily cover costs for international participation. The funds for the support of these activities will be obtained from grants and direct contributions given to IANAS by national or international public or private institutions.
• The budget of the Programme will depend on the financing obtained.

• U p to 2006 financing came from IAP only.
• On March 2005 the Coordinator and the Chilean
Academy of Sciences presented a pre-proposal on the
Science Education Program to OAS.
• After several visits and letters and other presentation by the Colombian Academy , OAS-FEMCIDI said a final version of the project had to be presented and it had to be coordinated by the Chilean Academy which originally presented it.
• A final proposal was presented by Jorge Allende and the
Chilean Academy in January 2007 requesting USD
$330,000 for 3 years project. The proposal was approved by OAS-FEMCIDI and USD $63,000 were allotted for the year 2007. The activities for 2007 and a tentative budget for 2008 were approved during the Focal Points meeting in July 2 and 3 USD144,000 were granted for year 2008-
2009.

• In November 21/2007, the Academia
Mexicana de Ciencias signed agreements with the Science Academies of seven countries to implement the program “La
Ciencia en tu Escuela”. The Academia
Mexicana is contributing with 400,000
Mexican Pesos (Approximately
USD35,000) for each country. The seven countries are. Guatemala, Costa Rica,
Panamá, República Dominicana,
Colombia, Perú y Bolivia.

ACTIVITIES 2004 - 2006
• Activities started in October 2004 when the first meeting of the Council took place in Santiago.
Jorge Allende from the Chilean Academy of
Sciences, who presented the original proposal of the Program to IANAS, was elected as coordinator for the period 2004 2006. José A.
Lozano from the Colombian Academy, was elected as vice-coordinator.
• The activities for 2005 were approved.

Se definió la estructura de la dirección del Consejo
Directivo del Proyecto

Se elaboró el plan de actividades 2005-2006

ACTIVITIES 2004 - 2006
• Through the efforts of the IANAS Co-
Chairs and also in response to the specific requests of several Academies to their respective national representatives, the
IANAS Science Education Program was approved as a Hemispheric Initiative by the Science Ministers of the Americas who met in Lima on November 11, 2004.

Argentina
Mexico
Colombia
ACTIVITIES 2005
Inter American Course of Molecular
Biology and Genetics for
Secondary School Teachers –.
Course on “Sustentable Chemistry” for Secondary School Teachers,
February 14-23,
2005, Buenos
Aires
November 13-18,
2005, Mendoza,
Argentina
Third International Conference on
Science Education, March 17-18,
2005 Monterrey, N.L. Mexico
Inter American Course for Leaders among Science Teachers of Latin
America (Training the Trainers),
May 23-28, 2005,
Bogota,
Colombia
Trinidad-Tobago Meeting of Caribbean Focal Points for Science Education,
May 13, 2005,
Tobago

Venezuela
Canada
Jamaica
Chile
5, 2005 –
Santiago
Peru
ACTIVITIES 2005
July 13 to 15 , 2006, Caracas Launching of the IBSE
Project of Venezuela,
II Meeting of IANAS Focal
Points for Science
Education, September 26-
27, 2005, Edmonton.
The activities for 2006 were approved along with the decision to present a project to the OAS
Regional (Caribbean)
Conference on Education for Sustainable
Development,
2nd Strategic Planning
Workshop for IBSE
Projects –
October 18-20, 2005,
Kingston, Jamaica
October 31-November 4,
2005 and Internamerican
Workshop on Evaluation of
IBSE projects, November
January 2006, Lima, Peru One semester course on
Mathematics for
Secondary School
Teachers,

Argentina
Brasil
ACTIVITIES 2006
2nd. Latin American course on SUSTAINABLE
CHEMISTRY for High
School teachers,
Nov 12-17, 2006
IANAS Meeting on the
Evaluation of IBSE
May, 2006, Rio de
Janeiro
Costa Rica
Caribbean
Academy
Trinidad and
Tobago,
Latin American Course of
Molecular Biology and
Genetics for Secondary
School Teachers.
The CARICOM Conference on: Harnessing Science and Technology for
Caribbean Development
August, 2006 , San
José, Costa Rica
May 10-13, 2006,

Chile
ACTIVITIES 2006
Sept. 27, 2006, in 3rd. IANAS Focal Points Meeting, The activities for 2007 were approved. José A. Santiago.
Lozano of the Colombian Academy was confirmed as coordinator of the program, for the period 2006-2008. Norma Nudelman of the Argentine Academy was elected as vicecoordinator. Jorge Allende became past coordinator.
IAP-IANAS International Workshop on
Evaluation of IBSE projects.
Colombia WORKSHOP: TRAINERS OF TEACHERS, Cali, October 2 to 5, 2006
Venezuela Comparative analysis of IBSE projects
(México, Chile, Brasil, Colombia and
Venezuela).
Bolivia Workshop for Trainers (Monitors).
Caracas, November 2 and
3.
January 30 to February 3 of 2007
Canada

ACTIVITIES 2007
México Focal Points Meeting,
2007
Support IANAS/ delegates
Bolivia Training the Trainers
Workshop
Argentina Strategic Planning
LASER K-8 Workshop in Washington
Panamá Short fellowship for professional the development (in
Panama)
For participation of foreign experts
Team of 5 Travel to USA

ACTIVITIES 2007
Brasil
Caribean
Perú
Chile Venezuela
Bolivia
National meeting – ABC Program in National Science Education,
Oct 2007
Support IANAS /
Participants
National meeting – of programs of Scientific education CARICOM
Support for experts instructors on IBSE from
IANAS
Training of Primary School teachers
Support for experts instructors on IBSE from
IANAS
IBSE Module Materials exchange Buy and ship materials
Colombia =International Expert to evaluate evaluations activities.
= IndagaLa will begin
One international expert

Professional Development workshops for ECBI teachers of elementary schools in Bolivia and Perú.
Professional Development courses for teachers of secondary schools in
Mathematics, Biology, Chemistry and Physics:
Molecular and Genetic Biology - Chile
Green Chemistry – Argentina
Interchange of teachers using ECBI methodology for periods of two to six weeks:
Two teachers from Venezuela visited Chile
Two teachers from Caribbean visited Canada
Two teachers from Caribbean visited the USA
Strategic Planning workshops
A group from Argentina went to Washington (NSRC)
Workshop in Mexico for groups from Costa Rica, Rep Dominicana, Perú, Bolivia,
Guatemala
Brazil produces a module and Interchanges it with Colombia and Venezuela.
Web Pages in Spanish and Portuguese to be established in Colombia
(IndagaLa) and Brazil
Focal Points meetings of the IANAS Science Education Program (Sixteen
Academies represented)
International Evaluation of Colombian ECBI Project and Latin-american workshop on inquiry based science education assessment and program evaluation

ITEM
V Focal Point Meeting 2008
Workshop, for training the trainers, for monitors and /or elementary school teachers
Short fellowship for professional development (Exchange of teachers) and visit of an Argentine expert to
Uruguay
Exercise on assessment of IBSE
Program in Brazil
II Interamerican Course of mathematics for secondary school teachers
Training the trainers workshop
Training the trainers workshop
Visit of one expert of IBSE
Training the trainers workshop
Conference on IBSE High School
Teaching. (Grades 9-12)
Convoked by the National
Sciences Resources Center, USA.
Peru
Country
Costa Rica
Costa Rica
Argentina
Brazil
Colombia
Venezuela
Guatemala
Dominican
Republic
Funds administered by the coordinator of the program, José
A. Lozano.
Amount
USD$
8,000
2,500
1,500
2,000
2,000
1,500
1,500
1,500
1,500
3,000
Total ………………………………………………………………..………………USD$ 25,000
Notes
Travel and expenses
Travel and expenses
Travel and expenses
Travel and expenses
Travel and expenses
Travel and expenses
Travel and expenses
Travel and expenses
Travel and expenses
Travel and expenses

5.1 International Support to Evaluation Exercises
Argentina USD 6,000
Total Request by Item
1.1
1.2
1.3
1.4
1.5
2.1
3.1
4.1
4.2
4.3
Primary
Secondary
Exchange
Experts to other Countries
Requests experts
Strategic Planning
Generation of Modules
Inter American Conference
Web Forum
Focal Points Meeting
25,000
9,600
15,500
6,000
9,000
11,000
25,000
5,000
5,000
4.4 Regional and Subregional Workshops 27,000
5.1 lnternational Evaluation 6,000
Total 144,100

• Several Latin American countries are performing IBSE programs in primary school.

PROGRAMAS ECBI
Establecidos antes de 2004
Canadá, Estados Unidos, México
Colombia, Chile, Argentina y
Brasil
Panamá, Venezuela,
Perú, Bolivia
Costa Rica, Rep. Dominicana,
Guatemala, Caribbean

The National Academies of Argentina, Brazil,
Chile, and Colombia the Andes University and the “Convenio Andrés Bello” signed an agreement with the Science Academy of France for the implementation of the Web Page
“MapAmerica ”, now “ IndagaLa”, oficially inaugurated in Bogotá on May 20, 2008, it works on the platform MapMonde donated by the French Academy. Five more countries are in the process to sign the agreement.
This site will maintain a permanent discussion platform on education issues, scientist will permanently advice teachers and educational materials will be available.

José A. Lozano
Coordinator
ACADEMIA COLOMBIANA DE CIENCIAS
EXACTAS, FISICAS Y NATURALES

Inquiry based
Science Education
Program
2003 - 2006

Ministerio de Educación de Chile

Universidades: de Chile, Concepción,
Playa Ancha, La Frontera,
La Serena, Talca.

Academia Chilena de Ciencias

94 elementary schools
Work as one team

GOAL
To ensure that all children receive high quality science education
• Wide reach
• Maximum quality
All children All teachers
It is a model program, but it is expected to influence policy and the education system in Chile

Curriculum
Materials
Community Support
Systemic
Approach
Evaluation
Professional development

Chilean Academy of Sciences
Ministry of Education
2006
94 schools
35.000 children
400 teachers
Universities Municipalities

COLOMBIAN IBSE PROGRAM
Cristina CARULLA
Santiago de Chile, September - 2006

Strategy for education in science thinking, science and citizenship
Ministerio de Educación Nacional – Fundación Empresarios por la educación
Universidad Nacional de Colombia
Universidad Pedagógica Nacional
Universidad de Ibagué
Universidad Autónoma de Manizales
Universidad ICESI
Escuela de Ingeniería de Antioquia
Universidad del Norte
Universidad Tecnológica de Bolivar
Universidad del Valle
Universidad de los Andes

Structure
Central Nucleus
Region Nucleus
Enterprises School
Government
University

Marzo 2007
Ciudad
BOGOTÁ
MANIZALES
IBAGUÉ
MEDELLÍN
CALI
BUCARAMANGA
CARTAGENA
LETICIA
BARRANQUILLA
YOPAL
TOTAL
Niños
21.400
1.760
3.200
1.840
4.120
160
960
20
0
1.200
34.660
Maestros
535
44
80
46
103
4
24
1
0
30
867
Colegios
12
21
11
1
34
12
4
1
0
4
100
Universidad
Líder
UniAndes, UPN,
UNAL
U. Autónoma de
Manizales
U. De Ibagué
EIA
ICESI, UniValle
U. Autónoma de
Bucaramanga
U. Tecnológica de
Bolívar
UNAL
UniNorte
Unitrópico
Entidades
Patrocinadoras
GAS Natural E.S.P.
Fundación Luker, ExE
ExEFundación Génesis
Colegios Privados
Comfandi
ExE
Fundación Mamonal - Dow
Química
Colegios Privados
SED Yopal

The National Academies of Argentina, Brazil,
Chile, and Colombia the Andes University and the “Convenio Andrés Bello” signed an agreement with the Science Academy of France for the implementation of the Web Page
“MapAmerica ”, now “IndagaLa”, oficially inaugurated in Bogotá on May 20, 2008, it works on the platform MapMonde donated by the French Academy. Five more countries are in the process to sign the agreement.
This site will maintain a permanent discussion platform on education issues, scientist will permanently advice teachers and educational materials will be available.

Abertura do Seminário Nacional
2007
Programa ABC na Educação
Científica – Mão na Massa
Ernst W. Hamburger, Universidade de São Paulo
Coordenador do Programa, pela Academia Brasileira de Ciências
8 nov 2007, Espaço Ciência, SECTMA, Recife,
PE
Semin. Nac. ABCEC MnM - Recife, 8
Nov 2007
45

• Groups exist in about 15 cities, south to northeast. Some just starting; oldest
~2001.
• Very loose coordination by Academy
• Cooperation with France: Lamap.
• Largest group S.Paulo city ~90 schools
• Was larger: gov’t change→ ~disappeared
• Meaning: was not internalised in schools

Cidade/UF Instituição Responsável
Ingresso no
Program a
São
Paulo/SP
São
Carlos/SP
Rio de
Janeiro/RJ
Jaraguá do
Sul/SC
Petrolina/PE
Juazeiro/BA
Campina
Grande/PB
Juiz
Fora/MG de
Salvador/BA
Viçosa/MG
Recife/PE
Estação Ciência - USP
Centro de Divulgação Científica e
Cultural - CDCC - USP
Fundação Oswaldo Cruz – Fiocruz
Centro Universitário de Jaraguá do
Sul - UNERJ
Espaço de Ciência e Cultura –
Universidade Federal do Vale do
São Francisco - UNIVASF
Secretaria de Educação do
Município de Campina Grande
Universidade Federal de Juiz de
Fora - UFJF
Organização de Auxílio Fraterno -
OAF
Universidade da Criança e do
Adolescente - UNICA
Centro Referência do Professor -
UFV
Espaço Ciência – SECTMA/PE
2001
2001
2001
2003
2003
2003
2004
2004
2004
2005
Semin. Nac. ABCEC MnM - Recife, 8
Nov 2007
Total
Alunos na
Rede
Pública*
1.296.90
1
21.478
633.742
17.215
77.314
34.450
62.244
69.562
21.478
9.885
201.472
Alunos no programa atendidos em 2006
10.000
(100 escolas)
6.355
8.130
550
3.723
175
60
886
1.000
1.440
47

Project implementation strategy:
Political support
Funding
Participant’s training
Important intersectorial partnerships:
Brazilian Academy of
Sciences (research institutions and universities),
Education Government
Agencies, French Embassy and Consulates.

• Conselho de Coordenação do Programa na ABC -
Nomeado em outubro 2007:
• Hernan Chaimovich (IQ/USP; vice-presidente ABC)
• Diógenes Arruda Campos (DNPM; ABC)
• Simon Schwartzman (IETS; ABC)
• Wilson Teixeira (IG e EC/USP; ABC)
• Danielle Grynszpan (IOC/FIOCRUZ)
• A. Aprígio S. Curvelo (CDCC/USP)
• Ernst W. Hamburger (coordenador do programa Brasil.,
IF/USP; ABC)
• Coordenação Executiva
• Ernst W. Hamburger, Coordenador
• Dietrich Schiel, Vice-Coordenador
• Danielle Grynszpan, Vice-Coordenadora

Ministry of Education, Science and Technology
Argentina
IAP Workshop on the Evaluation of IBSE Programs
Santiago, Chile, September 25-26, 2006

Schools and jurisdictions involved
2004-2007
2004 – 2006
Schools in Corrientes , Chaco y Misiones
• 49 in Corrientes
• 17 in Chaco
• 4 in Misiones
• 3 billingual schools (spanish - portuguese)
2006 – 2007
• 12 Schools in Buenos Aires, Chubut, Salta

Impact evaluation
Alejandra González Dávila

• The Academia Mexicana de Ciencias has established the program “La Ciencia en tu
Escuela”
• (http://www.amc.unam.mx/lacienciaentuescuela.ht
m) which was conceived, structured and coordinated by scientists from the Academy.
• The program has been supported by the
Secretaria de Educación Pública in the Federal
District and the Consejo Nacional de Fomento
Educativo in 5 states. The program seeks for methods that will awake the interest in science of children and youngsters through a better
• interaction with teachers and the active participation in simple experiments.

• The program is directed to teachers and students of primary
• and secondary level. Both the scientists and the teachers participate on a voluntary basis. The program initiated in year 2002 is currently
• present in 14 states and has instructed 2666 teachers of 983 schools. It has been evaluated comparing the attitudes and the performance of
• teachers and children from 5th and 7th grades non-participants teachers and students

Certified teachers in LCEE program
Primaria Secundaria
TOTAL
02-03 70% 84/132 82/105
03-04 81.2% 105/138 155/182
04-05 92.3% 78/81 121/136
1105
05-06 88.2% 87/92 157/162
D.F.
66%
Conafe (rural) 145 27
Edomex, Guerrero, Hidalgo, Querétaro, Tlaxcala,
Morelos.

• In Mexico, the “Fundación Mexico-Estados
Unidos para la Ciencia”
(www.fumec.org.mx) and “Innovación en la
Enseñanza de la Ciencia”
(www.innovec.org.mx) have applied IBSE methodology in 11 states since 1995. They have always had a strong and permanent support from NSRC. Currently, those
Mexican institutions have the financial support of very well known private enterprises and the education public offices of the 11 Mexican states.

THIRD MEETING OF FOCAL POINTS OF THE PROGRAM OF
EDUCATION IN SCIENCES
BOLIVIAN EXPERIENCES IN PROGRAMS
OF EDUCATION IN SCIENCES
Elsa Quiroga
National Coordinator of the Program The Science goes to the
School"
President of the Bolivian Organization of Women in Science
Institute of the Academy of Sciences of Bolivia

Bolivia
This is a project just beginning with workshops for monitors and teachers.
Application of the Inquire Methodology in two public schools.

IAP Workshop on a Proposal for International Collaboration in the Evaluation of IBSE Programs
Programa de Educación en Ciencias
Basada en la Indagación -ECBI-
Una nueva experiencia en Venezuela
Academia de Ciencias Físicas, Matemáticas y Naturales.
Fundación Empresas Polar.
Con el apoyo de la Academia de Ciencias de América Latina (ACAL) y la
Universidad Pedagógica Experimental Libertador
Santiago de Chile, septiembre 2006

• It is starting pilot Project which began in 2006 in five schools in Caracas.
• 1 coordinator
• 11 monitors
• 19 teachers (5th and 6th grades)
• 5 Schools (5th grade)
• 738 Students
• One module: Properties of mater
• 2 new schools were added in 2007

CÉSAR CARRANZA
ACADEMIA NACIONAL DE CIENCIAS DEL
PERÚ
PUNTO FOCAL DE IANAS
MEXICO - 2007

•
• January,2006. Workshop on Experimental Chemistry for teachers of Natural Sciences.
• February, 2006. Mathematics for Secondary School Teachers.
• March 2007. Workshop on IBSE Methodologie for Science
Teachers of elementary and and secondary level from Miguel
Grau School.
• Implementation of the first pilot IBSE project in elementary school at Miguel Grau school in second and fourth grades.
• IBSE methodology is applied in courses of mathematics in four different grades at Miguel Grau secondary school.
• International Workshop for IBSE trainers

CHALLENGES
• The biggest challenge is to bring IBSE methodology for the teaching of science to every teacher and every child in
America. This is a tremendous work that will take many years of continuous and dedicated effort. As it is said in the
STATEMENT ISSUED AFTER THE WORKSHOP HELD AT
THE PONTIFICAL ACADEMY OF SCIENCES ON19-20-21
NOVEMBER 2001
“4. Such a challenge cannot be met without the deepest commitment on the part of the various members of the world’s scientific and technological community. Meeting this challenge must be viewed as a new moral obligation.
5. Every means should be used to convey the urgency of the situation to governments. They alone have the capacity to deal with the magnitude of the problem, to provide the necessary resources, and to implement suitable policies.
Non-governmental organizations and financial institutions should also participate in such an initiative.

CHALLENGES
In the United States the National Academy of
Sciences and the Smithsonian Institution created the National Sciences Resources Center
(NSRC) in 1985.
• The mission of this unique organization is to improve the K –12 learning and teaching of science for all students in the United States and throughout the world.
• After 22 years of continuous an dedicated efforts with facilities and funds many times those available in Latin American and Caribbean countries, (NSRC) claims to have reached 25% of the National school districts .

CHALLENGES
In Colombia, Pequeños Cientificos was created on year 2,000 and is covering about 30,000 children representing only 0,6% of a total of
5,200,000 children in grades
0 to 5 th.
Actually, we only have IBSE projects in 11 countries.
16 Academies are participating in the IANAS-PSE.
The OAS has 35 registered countries. Many of these countries don’t even have and Academy of Science.

CHALLENGES
• The individual projects face continuous and difficult challenges to survive and grow
•Funding
• Few projects have considerable and stable governmental funding. Maybe Chile and Panama are the best examples of national government support.
• Brazil, Mexico, Argentina have government support but in a limited and restricted way.

CHALLENGES
• Colombia receives limited funds from some regional educational authorities and survives thanks to support from private enterprises.
• Clearly we have to convince governments that the best inversion they can make for future development of our countries is in education and we have to demonstrate that IBSE methodology is the best for learning science.

CHALLENGES
Scaling up .
Going from a small or pilot project to a large one brings new difficulties in organization and quality. Specially, problems are encountered in the distributions of materials and the control of quality in the teaching and learning process
Of course, as the project grows more funds are needed for sustainability.

CHALLENGES
Evaluation
IBSE projects require constant evaluation of all the processes involved to control and improve the quality of those processes (formative evaluation) and it is also necessary to evaluate the results obtained after the processes have been operating for a certain amount of time.
(Summative evaluation). We also have to prove, to convince governments, that results using
IBSE methodology are better that those obtained by other methods.

Evaluation

Evaluation

Curriculum
Materials
Community Support
Systemic
Approach
Evaluation
Professional development

Professional development

Professional development to instruct acting teachers with little or non formation in science and IBSE methodology
In every new educational project an internal program of professional development should be implemented to allow teachers to grow continuously in scientific knowledge and capacity to guide children to learn science.

Modules
Up to 2007, most of the modules that were being used in
Latin America had been originally produced in the United
States or France. There are topics which have to be produced locally to reflect local conditions. This effort has already began mainly in Chile and Brazil.
Some of the children instructed by IBSE projects are going already into middle and high school. There is a great pressure for appropriated modules and laboratory materials that will allow schools to continue using the same methodology in middle and high school.
Some efforts are being made but the problem has not been solved.

All the Academies of the world have the dream of giving every child in our planet an education in science of high quality, the challenge is to make this dream become true.

José A. Lozano
Coordinator
ACADEMIA COLOMBIANA DE CIENCIAS
EXACTAS, FISICAS Y NATURALES